628 



y 1 



tin No. 3. 

THE INSTITUTE OF 
INTERNATIONAL EDUCATION 



OBSERVATIONS ON HIGll^R EDUCATION 
IN EUROPE 

By Stephen P. Duggan, Ph.D. 




NEW YORK 
1920 



Monograprj 



The Institute of International Education 

419 West 117th Street, New York 
Stephen P. Duggan, Ph.D. 

DIRECTOR 
Telephone: Morningside 7419 Cable Address: "Iiitered' 

ADMINISTRATIVE BOARD 

Herman V. Ames Paul Monroe 

L. H. Baekeland John Bassett Moore 

William Lowe Bryan Henry Morgenthau 

Nicholas Murray Butler Dwight W. Morrow 

Stephen Pierce Duggan E. H. Outerbridge 

Dr. Walter B. James Henry S. Pritchett 

Alice Duer Miller William H. Schofield 
Mary E. Woolley 

BUREAU DIVISIONS 

Europe Stephen P. Duggan 

Far East Paul Monroe 

Latin America Peter H. Goldsmith 

Women's Colleges ' Virginia Newcomb 

International Relations Clubs Margaret C. Alexander 



I 628 
)8 

>py 1 



^^^ 

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1 



lA 
IK 



Reprinted from The Journal of International Relations 
Vol. 10, No. 4, April 1920 



OBSERVATIONS ON HIGHER EDUCATION IN 
EUROPE 

By Stephen P. Duggan, Ph.D., Director of the Institute of 
International Education 

The following article is the result of a visit made by the 
writer to the countries of western and southern Europe last 
summer and fall to study conditions of higher education 
there. In a brief article like this only the salient features 
can be mentioned. I shall first state those which apply 
to the European countries generally and then those which 
apply only to the individual countries. In each case I 
shall try to indicate how the educational relations between 
the foreign countries and the United States are affected. 

GENEKAL 

1. The universities of the allied countries, and, no doubt 
of the enemy countries, are very congested this year and will 
probably be so for the next few years. Large numbers of 
the men who have been in the army during the past four 
years have returned to the universities and these, with the 
normal annual addition, have placed great burdens upon 
the housing and teaching facilities of the universities. Ox- 
ford and Cambridge have been compelled to lighten the 
restrictions as to where students may reside in order that 
the students may be housed at all. 

The chief result for the United States of this condition is 
an intensification in Europe of the belief already held by 
most educational authorities, that exchange of students be- 
tween the United States and Europe should be confined to 
graduate students. As this is the opinion expressed by the 
majority of college presidents in this country in answer to 
a questionnaire which I addressed to them last spring, 
there is agreement upon the subject on both sides of the 
ocean. 

378 



Gin 

LCI ,J JS2/} 



HIGHER EDUCATION IN EUROPE 379 

2. Not only will the universities of Europe be congested 
with students this year but there will be a dearth of 
teachers. Some of the university professors who went into 
the service of the government have not yet been reheved 
of such service; a few, though not so many as in the United 
States, will not return to university work; a considerable 
number, especially among the younger teachers, were 
killed. The French universities especially have been hard 
hit by the war. At least 25 per cent of the teaching staff 
of all the lycees and universities were killed; the great 
school of Education, the Ecole Normale, lost 80 per cent of 
its staff. As there could be no recruiting of teachers 
during the war owing to the absence of men at the front, 
the handicap is obvious. 

The chief result for the United States of this dearth of 
teachers is the unwillingness of the foreign universities to 
spare teachers as exchange or visiting professors during the 
present year and possibly for the next few years, though, 
as will be indicated later on, there would be no refusal to 
a request made by an institution in the United States. 

3. A desire, amounting to a determination, to enter into 
closer relations with the universities of the United States, 
was expressed by the educational authorities and university 
officials of all the countries I visited. The officers of the 
American army who became students in the French and 
British universities during the last semester made a most 
favorable impression. In Great Britain, France and Italy, 
modifications of the requirements for degrees have either 
been made or are contemplated, largely in order to make 
residence in their universities more attractive to Americans. 
I shall indicate what these are in discussing each country. 
Movements are on foot in practically all these countries to 
estabhsh fellowships for the exchange of students. The 
desire to have American professors at their universities was 
expressed in every country, but because of the poverty in 
the foreign universities resulting from the war, such pro- 
fessors would have to be at least partially supported in their 
stay from funds provided in the United States. This will 
to a considerable extent be true of foreign students coming 



380 STEPHEN P. DUGGAN 

to the universities of the United States, though no such 
suggestion was made by the people on the other side. 

4. The British Government have invited representatives 
from all the universities of the British Empire to an imperial 
educational conference at London in July, 1921. In prac- 
tically every country the hope was expressed that at the 
close of the British Imperial Conference, an international 
educational conference might be held at Geneva to which 
the delegates attending the London conference might go. 
If this hope is to be realized the United States must take the 
initiative. It is better off financially to undertake it, and it 
is free from the distrust with which some of the countries 
of Europe regard others. The hope was also generally 
expressed that the League of Nations would at an early 
date establish as one of its bureaus a Commission on 
Education. 

5. Everywhere the hope was expressed that the univer- 
sity authorities in the United States might come to some 
agreement with those of foreign countries as to uniform 
treatment of each other's degrees. One prominent uni- 
versity in the United States accepts, e.g., the French Bac- 
calaureat given at the close of the lycee course for admis- 
sion to studies for the doctorate. Another, equally promi- 
nent, demands an additional year of preparation. A third 
demands two additional years of preparation. This diver- 
sity of treatment is confusing to the educational authorities 
in Europe. Moreover there is the greatest need in the 
European countries of an accredited list of American col- 
leges whose degrees might be, accepted by their universities. 
It is as well known there as here that many American 
colleges are but glorified high schools, but it is not as w^ell 
known which are. 

Gkeat Beitain 

1. Every one of the British universities has now estab- 
lished the degree of Doctor of Philosophy and this was in 
part due to a desire to have graduate students from the 
United States. Such students should know of the differ- 



HIGHEK EDUCATION IN EUROPE 381 

ence in method in graduate work in the American and 
in the British universities. Here, the graduate student 
is more or less suspect if he does not attend lectures; there, 
no attention is paid to his absence from lectures. Here, 
he receives considerable supervision in his work from his 
professors; there, he is expected to depend almost wholly 
upon his resources. At Oxford a man may have any 
amount of personal help but it is left to him to ask for it. 
This means that only responsible and self-reliant students 
should be sent from the United States to British universities. 

2. The recent action of the Oxford authorities in abohsh- 
ing one of the requirements for the Rhodes scholarships, 
viz., the examination in Greek, has received general ap- 
proval in England as it is hoped that thereby a more typical 
body of men will come froffi the United States. As but 
about 1 per cent of students in American colleges study 
Greek, it is evident that Rhodes scholars, however excellent 
they may have been hitherto, cannot have been typical of 
American students. The action of Cambridge in abohshing 
the requirement of Greek for a degree will in all probability 
be followed by similar action at Oxford this scholastic year 
— at least for a degree in all subjects except Letters. This 
will, of course, make those universities more attractive to 
American students. 

3. Provision for the education of women in Great Britain 
is much more generous than is geaerally supposed in the 
United States. Not only are there two colleges at Cam- 
bridge and four "halls" at Oxford, but every provincial 
university provides for them. Some of the hostels for 
women students at the provincial universities are very 
beautiful and commodious, and in the Scottish universities 
the accommodations are particularly generous. Glasgow 
University has more women students lodged in Queen 
Margaret College than any other British university. Never- 
theless, the congestion in the women's colleges is as great 
as in the men's. Not only can no American women be 
received at Oxford and Cambridge this year, but only the 
best of the candidates for admission among British students 
have been selected. The suggestion has been made to 



382 STEPHEN P. DUGGAN 

relieve congestion at Cambridge by the erection of another 
college for women, but it has by no means aroused universal 
enthusiasm there. They are agitating the admission of 
women to Oxford degrees, and the Associated Press recently 
carried a dispatch saying that the statute had been passed. 
Women have long been able to take examinations at Oxford 
and to get everything but the actual degree. 

4. There exists a eeling in the British universities that 
the exchange of teachers between the universities of the 
two countries should not be confined to teachers of the 
highest grade. Teachers of that grade might come as. 
"visiting" professors who would not spend all their time 
at one university but would deliver a series of lectures 
successively at several universities. On the other hand, a 
real knowledge of the relative advantages of the systems of 
educational administration in the two countries might best 
be secured were a teacher of the grade of assistant professor 
in an American university to undertake the regular work of 
a teacher of similar grade in an English university and vice 
versa. The American teacher would probably return en- 
thusiastic for a system wherein he need not devote nearly 
all of his time to recitations and administrative work, but 
might have the necessary leisure to keep informed of the 
advances made in his subject. 

5. The provincial universities have always received grants 
from the government, but Oxford and Cambridge have 
until recently refused such grants, fearing governmental 
control of their policies. All the universities were hard hit 
by the war, however, and last year even the two old 
universities asked for grants. Mr. Fisher at once ap- 
pointed a commission to study their financial status. It is 
obvious, I think, that an evolution is taking place in Ox- 
ford and Cambridge towards an organization in which the 
colleges will count for less and the university for more. No 
college has sufficient funds to provide the facilities for 
laboratories and libraries required by modern education. 
The university has practically no funds. But it is signifi- 
cant that whatever gifts have been made in recent years to 
Oxford and Cambridge have been made to the university 



HIGHER EDUCATION IN EUROPE 383 

and not to one of the colleges. There is a strong movement 
on foot in England to interest people of wealth to support 
higher education in the way such people do in the United 
States. 

6. Even before the war, the desire for closer relations 
with the universities of foreign countries had existed in the 
universities of Great Britain and had resulted in the estab- 
lishment of the Universities Bureau of the British Empire. 
Last year the government appropriated £5000 for its use 
and it has opened extensive headquarters at 50 Russell 
Square, London. Certainly there is great need of knowl- 
edge in each country about the systems of higher education 
in others, and the establishment in each of a central clearing 
house of information and advice is the first step in supplying 
the need. 

France 

1. The British universities are not the only ones that 
hope that the stream of students which formerly flowed 
to Germany may be diverted to other shores. The French 
justifiably beheve that many such students will hereafter 
seek graduate work with them. A strong behef is held 
in France that it would be to the advantage of an American 
student to spend his first year in a provincial university 
and his second at Paris rather than both at Paris. There 
are few subjects in which French provincial universities have 
not eminent teachers, and the life in a provincial university 
town is more typical of French life than is that of Paris. 
American students going to France on scholarships ought 
to receive advice about the possibilities of study in the 
provincial universities as well as at Paris. In fact, the need 
of a comprehensive booklet on opportunities for study in 
France is more pronounced when one considers the inde- 
pendent institutions that are not controlled by the Ministry 
of Public Instruction. Most technical schools in France 
come within the supervision of the MinisUre du Commerce; 
some are municipal undertakings, and such splendid insti- 
tutions as the School of Tropical Medicine at Bordeaux, 
the School of Decorative Art at Limoges, or even the School 



384 STEPHEN P. DUGGAN 

of Commerce at Paris might not be listed in a publication 
of the ministry of public instruction. 

2. Several of the French universities have summer ses- 
sions and at the provincial universities especially, excellent 
courses in the French language and literature have been 
organized for the benefit of teachers from Great Britain 
and the United States. The French are anxious also that 
the practice should be revived whereby groups of students 
were organized annually before the war in both countries 
to visit places of interest throughout France during the 
summer vacation. 

3. The interest in attracting American students to French 
universities has resulted in several changes. In Paris and 
other universities, special courses for foreign students have 
been added to the regular courses, such as Cours de Civili- 
sation frangaise, and Cours de droit. The Medical School 
of Paris has started graduate courses open to all fully 
qualified graduates of American Medical Schools on the 
accredited list. Moreover, clinical teaching has been 
placed on a broader basis than before the war, and most of 
the lectures are provided with summaries in English, 
Spanish and Portuguese. 

4. In addition to the Licence es Lettres, Licence es 
Sciences and Dipldme d'Etudes sup^rieures which are ac- 
cessible to American students having the bachelor's degree 
from accredited institutions, the French universities have 
two doctorate degrees to offer to graduate and research 
students : 

a. Doctoral es Lettres or es Sciences, sometimes known as 
^'Doctorat d'Etat" because it is conferred by the state and 
is the essential qualification which university lecturers and 
professors are expected to possess. To secure this degree 
a candidate must already have obtained the Licence es 
Lettres or es Sciences; the theses represent years of re- 
search. For these reasons, the average Frenchman does 
not seek this degree, which is secured by a few specialists 
only; foreign students seldom secure it at all. It may be 
noted, however, that the Doctorat d'Etat of either de- 
scription is open to foreign students whose qualifications 



HIGHER EDUCATION IN EUROPE 385 

have been accepted by the French Minister for Pubhc 
Instruction as equivalent to the Licence es Lettres or es 
Sciences. 

b. Doctorat d'Universit^ — (Sciences, Literature, Medi- 
cine, Law, Pharmacy) — is conferred by a university, not 
by the government, and does not entitle its holder to a 
lectureship in a French university. Candidates should pos- 
sess either the Licence es Lettres or es Sciences or any such 
diplomas as may prove acceptable to the university council. 
There is a requirement of four semesters of work and the 
presentation of a thesis. As most Frenchmen who seek a 
doctorate do so with the intention to lecture in a French 
university, the Doctorat d'Universite is mostly sought after 
by foreigners. Hence there is a feeling among some that 
it is an inferior degree. This is wholly wrong. The degree 
is in every way the equivalent of the German or American 
Ph.D. Following the controversy that arose sometime ago 
in France over the respective merits of the state doctorate, 
several changes have been suggested which would meet the 
case of the foreigner. It is probable that the French 
universities will consult the American universities with a 
view to the establishment of a scheme that would insure a 
better selection and more thorough supervision of such 
American students as might wish to obtain the Doctorat 
d'Universite. 

5. The French educational authorities are so anxious to 
continue spreading French culture and influence abroad 
that they will always find the necessary exchange or visiting 
professors. It must be remembered that it is far more 
difficult for an American professor to teach in a French 
university than vice versa. A graduate student in a French 
university seeking the doctor's degree has a much greater 
stake in passing the examination than does an American 
student, for success entitles him to a state position with 
valuable rewards and emoluments. The French professor, 
therefore, has certain definite responsibilities which would 
be difficult for an American professor in his place to assume. 

6. Greater progress in the exchange of students with the 
United States has been made by France than by any other 



386 STEPHEN P. DUGGAN 

country. In addition to the pre-war fellowships that 
enabled our students in the various fields of art to study 
in Paris, others have been founded since the war. The 
Association of American Fellowships in French Univer- 
sities this year established ten such, worth $1000 each, and 
expect to increase the number to twenty-five. The French 
government has also established twenty scholarships for 
American girls in French Lycees covering tuition, board and 
lodging, and two in the Ecole Normale de Sevres. Two 
years ago, 120 French girls were given scholarships in 
American colleges and universities under the auspices of 
the Association of American Colleges. This year, the total 
number of French girls in residence has been increased 
to 181. 26 men have also been distributed among the 
leading American institutions. Most of these men are 
graduate students in economics, medicine, engineering 
and law. Moreover the American army students who 
spent a semester in French universities, after the armistice, 
collected 75,000 francs from which to allot 5355 francs to 
each of fourteen French universities to enable its repre- 
sentative to study this year in a university of the United 
States. These relationships have become so important 
that, thanks to funds provided by the French government, 
the ''Office National des Universites et Ecoles frangaises" 
has been able to appoint a permanent representative in the 
United States, who is in charge of all university relation- 
ships with the United States. In New York as well as in 
Paris, the Office National des Universites is acting as a 
bureau of information with a view to organizing university 
affairs with foreign nations. 

Italy 

1. Except students of art or of the classics who study in 
the American School at Rome, few American students go 
to Italy for purposes of study. It is equally true that few 
Italian students enter American universities. Of the four 
great culture nations of western Europe, Great Britain, 
France, Italy and Germany, Italy has had the least influ- 



HIGHER EDUCATION IN EUROPE 387 

ence culturally upon the United States. In this respect 
the millions of Italian immigrants have had practically no 
influence. They are almost wholly of the laboring class, 
entirely devoted to improving their material condition, and 
are ignorant of the glorious contributions of their country 
to art, science and literature. Moreover, the Italian Gov- 
ernment and the intellectual class have until recently not 
been animated, as have the French, by a great desire to spread 
the influence of the national culture throughout the world. 
The Alliance Frangaise is an international institution. The 
Societa Dante Alighieri is relatively unknown. 

The war has effected a change in this respect. The 
great outpouring of sympathy and assistance for stricken 
France on the part of Americans astonished the Italians, 
who believed themselves equally deserving of it but failed 
to receive it in anything like the same degree. They 
rightly ascribe their failure partially to an ignorance of their 
country and culture by Americans, which they are most 
anxious to remove. They are very desirous to establish a 
system of exchange of professors between Italy and the 
United States. Despite the fact that few American professors 
speak Italian and few Italian professors speak English, 
such an exchange is by no means impossible. In fact, a 
distinguished Italian professor is lecturing in the colleges 
of the United States this year, who will in all probability 
remain next year. And a distinguished American professor 
will lecture in the Italian universities next year. The 
Italians would also welcome American students to their uni- 
versities, and there is much for an American student to 
learn in Italy in addition to the classics and the various 
branches of art. 

Switzerland 

1. Nowhere did I meet a greater anxiety for closer co- 
operation with the United States than in Switzerland. The 
great desire of the Swiss to intensify the spirit of national 
unity which was roused by the war resulted in a considerable 
exchange of students between the universities of French and 
of German Switzerland. Now they wish to extend this 



388 STEPHEN P. DUGGAN 

movement to other countries. There have always been 
large nmnbers of foreign students at the Swiss universities, 
especially at Zurich and Geneva. They come, however, 
chiefly from central and eastern Europe and the Balkans — 
few from the United States and western Europe. The Swiss 
understand that the flow of American and English students 
to German universities will be stopped for some years at 
least and they would like to see it diverted to Switzerland. 
They believe that the universities of German Switzerland 
can give the best developments of German culture to 
foreign students without any of its unpleasant associations, 
and they are deliberately starting out to organize ways 
and means to attract them, especially Americans and 
British. In all probability the exponents of German cul- 
ture who will visit the United States for some years to come 
will be professors from Switzerland. 

2. The seven universities of Switzerland are all cantonal 
and, like the universities of the United States, are not all of 
equal importance. They are found at Basle, Berne, Zu- 
rich, Geneva, Lausanne, Fribourg and Neuchatel. The 
lack of unity among them is shown in the efTorts made by 
the individual universities to make themselves known in 
other countries. Basle, for example, has recently published 
a catalog in English, for distribution in England and the 
United States, which has not only full descriptions of 
courses, terms, fees and degrees but of living expenses, 
social opportunities and sports. In addition it is beauti- 
fully illustrated. Last year the Swiss Association of Uni- 
versity Professors was formed, and it is hoped there will 
result a greater unity of effort among the seven institutions. 

Spain 

1. Two years ago a devoted band of Spanish scholars 
and educators determined that the Spanish universities 
should be put abreast of those of the other countries of 
western Europe. The two essentials in accomplishing this 
were the removal of the blight of extreme centralization in 
higher education and the grant of sufficient funds to intro- 



HIGHER EDUCATION IN EUROPE 389 

duce research upon a worthy scale. These were secured 
last year, and a complete revolution took place in the 
administration of Spanish higher education. From being 
the most completely centralized system it has become the 
most completely decentralized. Every one of the eleven 
universities are made absolutely autonomous. The con- 
necting bond is the Board of Higher Studies, to which has 
been granted a considerable annual appropriation of 
money to encourage research and to organize close relation- 
ships with other countries. 

2. The Spaniards have finally awakened to the oppor- 
tunity which has been so long at their doors to enter into 
closer relations with the Spanish-speaking countries of the 
two Americas, and an earnest effort is being made to do so. 
Next May a congress will be held in Madrid of representa- 
tive students from all the Latin-American countries of 
North and South America which, it is hoped, will result in 
a steady flow of students from those countries to the mother 
country. But the Board of Higher Studies will not confine 
its attention to the Spanish-American countries. It has 
noted that more than 200,000 students in the United 
States are studying Spanish and has organized a scheme 
to take advantage of this interest in Spanish culture in 
order to develop closer cultural relations with the United 
States. 

a. It has arranged to invite research professors from the 
United States to go to Spain at the expense of the Board 
to train the brightest of their young men in modern 
research methods. 

b. It has arranged to send Spanish graduate students to 
American universities upon government fellowships. 

c. It has already organized courses in the Spanish 
language and literature which are given in JMadrid 
during the summer vacations for teachers from foreign 
countries, especially Enghsh-speaking countries. The Board 
has arranged that the transportation, tuition and living ex- 
penses shall be reduced to a minimum. 

d. It has organized for foreign students courses not only 
in the Spanish languages and literature but in other subjects 



390 STEPHEN P. DUGGAN 

like Spanish history and the history of Moorish art. It has 
provided a dormitory in Madrid for women students where 
they can Hve under the most suitable conditions and at a 
minimum expense. 

e. It has arranged to assist Spanish residents in New York 
and in other important cities of the United States to estab- 
lish a Casa Espanola which will be a center of Spanish culture 
where lectures, art exhibits, musicales and other activities 
may be held. 

No better method for developing international good will 
exists than the establishment of intimate relations between 
the universities of different countries by means of the inter- 
change of teachers and especially of students. It would be 
difficult to calculate the influence that the German univer- 
sities exerted upon American culture and education through 
the hundreds of students from our universities that studied 
in them. I venture to express the belief, however, that 
although some American students will always go to foreign 
universities to study special subjects, the number will never 
reach anything like that which formerly prevailed. Even 
before the war it was a diminishing mmiber, and the war 
increased the confidence of Americans in their own uni- 
versities. In fact, so great has been the admiration in 
foreign countries for the achievement of the United States 
in the war that in all probability the stream of student 
travel will be directed to our country rather than from it. 
Foreign students may be expected to come in increasing 
numbers to our universities to study the applied sciences, 
medicine, engineering, agriculture, education, social service, 
business administration and journalism. And although in 
the years immediately succeeding the war it should be the 
pleasure of Americans to help the stricken countries of 
Europe to educate their young men and women upon 
fellowships in our universities, that should be a passing 
phenomenon. The thousands of foreign students who 
crowded the German universities before the war were at- 
tracted to them not by scholarships, for none existed. 
They went because they believed they could get what 



HIGHER EDUCATION IN EUROPE 391 

they wanted in the German universities better than any- 
where else. I am convinced that the same opinion will be 
increasingly held of the American universities and that 
thousands of foreign students will be attracted to them 
wdthout scholarships. It is to be hoped that American 
university authorities will devote some attention to pro- 
viding for their comfort, convenience and happiness as well 
as for their studies. 



ADVISORY COUNCIL 



Addams, Jane 
Alderman, President Edwin 
Ames, Dean Herman V. 
Andrews, Fanny Fern 
Biggs, Dr. Herman 
Blakeslee, Professor G. H. 
Brookings, Robert S. 
Bru^re, Henry 
Bull, Dr. Carroll G. 
Burton, President M. L. 
Byrne, James 

Coolidge, Professor Archibald 
Cravath, Paul D. 
Cunliffe, Professor J. W. 
Davis, Katherine B. 
Downer, Professor Charles A. 
Ely, Professor Richard T. 
Filene, A. Lincoln 
Finley, Dr. John H. 
Fosdick, Dr. Harry E. 
Gilbert, Cass 
Gildersleeve, Dean V. C. 
Goodnow, President F. J. 
Hadley, President A. T. 
Hale, Dr. George E. 
Harrington, Governor E. C. 
Hazen, Professor Charles D. 
Hibben, President J. G. 
Howe, Professor Henry M. 
Hughes, Hon. Charles E. 
Jenks, Professor Jeremiah 
Judson, President H. P. 
Keppel, Frederick P. 
Keyser, Professor C. J. 
Lovett, President Edgar 
Lowell, President A. L. 
MacCracken, President H. N. 



Mali, Pierre 

Main, President J. H. F. 
Mannes, David 
Marling, Alfred E. 
Meiklejohn, President A. 
Milliken, Professor R. A. 
Moore, Professor E. H. 
Morgan, William Fellowes 
Neilson, President W. A. 
Noyes, Professor Arthur A. 
Payne, President Bruce R. 
Pendleton, President Ellen T. 
Pupin, Professor Michael I, 
Putnam, Herbert 
Richardson, Dr. E. C. 
Robinson, Dr. Edward 
Sachs, Professor Julius 
Salmon, Dr. Thomas W. 
Schwedtman, Ferdinand C. 
Severance, Mrs. C. A. 
Shanklin, President W. A. 
Shorey, Professor Paul 
Shotwell, Professor J. T. 
Showerman, Professor Grant 
Stimson, Henry L. 
Stokes, Dr. Anson Phelps 
Storey, Professor Thomas A. 
Suzzallo, President Henry 
Thomas, President M. Carey 
Todd, Professor Henry A. 
Townsend, Hon. John G. 
Vincent, Dr. George E. 
Wald, Lillian D. 
White, Professor Henry C. 
Wilkins, Professor Ernest 
Wilson, Professor George G. 
Woodbridge, Dean F. J. E. 



Woolley, President Mary E. 



LIBRARY OF CONGRESS 



022 127 562 7 



